Enagage: According to the e5 model of engage, teachers use 'all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of learning and to connect with students’ lives'. Students are to 'use evidence to personalise their learning goals and align them with curriculum standards'.The students are supported 'to evaluate their own and others’ thinking... (and) The teacher facilitates processes for students to monitor the effectiveness of their learning."
Explore: According to the e5 model of explore, teachers introduce 'new perspectives, extending the inquiry and supporting students to reflect on their understanding'. Specific tasks and questions are used to 'extend student thinking'. Appropriate tools and strategies are used for locating information and students are taught processes to evaluate the quality of information. Strategies are also provided to' enable students to manage their time effectively'.
Explain: According to the e5 model of explain, teachers assess the 'student’s level of understanding, selecting and introducing content at individual point of need, in response to student explanation'. They assist students to select strategies to demonstrate relationships between ideas and to connect new content with prior learning. The teacher challenges students to represent their understanding in multiple ways. They guide students to establish independent practice routines to reinforce and extend the student’s level of understanding. The teacher supports students to use the language of the discipline and to select the mode of language appropriate to the task. They support students to identify and use strategies to meet the literacy demands of the task.
Elaborate: According to the e5 model of Elaborate, the students are supported 'to use evidence to challenge assumptions underpinning principles when extending the learning to new contexts'. Conversations are used to ortunities for students to sustain a conversation, deepening individual and collective understanding. They support students to critique one another’s ideas to increase the intellectual rigour of the conversation. The teacher continuously monitors student progress and provides feedback that enables each student to understand what they need to do to improve'.
Evaluate: According to the e5 level of evaluate, the teacher 'support(s) students to reflect on their learning outcomes and evaluate strategies used'. Progress is discussed by students using student reflection and teacher judgement 'against curriculum standards.
Student’s 'identification of future learning goals and strategies' are created.
Here is a basic breakdown of the things to consider when creating a Wiki for students on the topic of natural disasters.
In addition to this, the creators of this Wiki also blogged about their experiences as they did so. This blog was created using the Edublogs.org blog site.
In regards to the animation that appears on the 'Engage' page, a script and concept document was put together to outline the project before work commenced. It's best to create a script and concept document to plan your animation: Media Response Concept and Script
The Bureau of Meteorology website provides a lot of current information for both teachers and students. The focus of this site is on disasters within an Australian setting.
There is a Glogster YouTube tutorial specifically for teachers in the same series as those used in this Wiki. The version for teachers is:
The Active Inspire software can assist in producing interactive 'flipcharts' for use with an interactive whiteboard (IWB). A resource community can be located at the Promethean Planet website. Flipcharts can also be exported as powerpoint slides or pdf documents should you create a lesson and then not have access to an IWB. There are many YouTube videos that can assist in developing your knowledge in the use of ActiveInspire.
Preparation for putting this together
Our understanding and use of the E5 model:
Enagage: According to the e5 model of engage, teachers use 'all available evidence to determine each individual student’s current level of understanding. They use questions generated by students to extend the focus of learning and to connect with students’ lives'. Students are to 'use evidence to personalise their learning goals and align them with curriculum standards'.The students are supported 'to evaluate their own and others’ thinking... (and) The teacher facilitates processes for students to monitor the effectiveness of their learning."
Explore: According to the e5 model of explore, teachers introduce 'new perspectives, extending the inquiry and supporting students to reflect on their understanding'. Specific tasks and questions are used to 'extend student thinking'. Appropriate tools and strategies are used for locating information and students are taught processes to evaluate the quality of information. Strategies are also provided to' enable students to manage their time effectively'.
Explain: According to the e5 model of explain, teachers assess the 'student’s level of understanding, selecting and introducing content at individual point of need, in response to student explanation'. They assist students to select strategies to demonstrate relationships between ideas and to connect new content with prior learning. The teacher challenges students to represent their understanding in multiple ways. They guide students to establish independent practice routines to reinforce and extend the student’s level of understanding. The teacher supports students to use the language of the discipline and to select the mode of language appropriate to the task. They support students to identify and use strategies to meet the literacy demands of the task.
Elaborate: According to the e5 model of Elaborate, the students are supported 'to use evidence to challenge assumptions underpinning principles when extending the learning to new contexts'. Conversations are used to ortunities for students to sustain a conversation, deepening individual and collective understanding. They support students to critique one another’s ideas to increase the intellectual rigour of the conversation. The teacher continuously monitors student progress and provides feedback that enables each student to understand what they need to do to improve'.
Evaluate: According to the e5 level of evaluate, the teacher 'support(s) students to reflect on their learning outcomes and evaluate strategies used'. Progress is discussed by students using student reflection and teacher judgement 'against curriculum standards.
Student’s 'identification of future learning goals and strategies' are created.
Here is a basic breakdown of the things to consider when creating a Wiki for students on the topic of natural disasters.
In addition to this, the creators of this Wiki also blogged about their experiences as they did so. This blog was created using the Edublogs.org blog site.
In regards to the animation that appears on the 'Engage' page, a script and concept document was put together to outline the project before work commenced. It's best to create a script and concept document to plan your animation: Media Response Concept and Script
The Bureau of Meteorology website provides a lot of current information for both teachers and students. The focus of this site is on disasters within an Australian setting.
There is a Glogster YouTube tutorial specifically for teachers in the same series as those used in this Wiki. The version for teachers is:
The Active Inspire software can assist in producing interactive 'flipcharts' for use with an interactive whiteboard (IWB). A resource community can be located at the Promethean Planet website. Flipcharts can also be exported as powerpoint slides or pdf documents should you create a lesson and then not have access to an IWB. There are many YouTube videos that can assist in developing your knowledge in the use of ActiveInspire.